Katie Parker Task 1: Candidate as Instructional Partner Evidence Based Practice Lesson Poetry and Songs Lesson Background

Knowledge: 1st Grade is currently starting a poetry and songs unit. I chose to work with a first grade teacher to create lessons that will enrich the poetry and songs unit with her class. This is an area of weakness for her 1st grade students. We chose this unit and topic because it is an important unit. It is the first time students are introduced to writing their own poems and songs, and it will be important as they move to the next grade levels where they focus a little more on poetry and songs in standardized tests and writing units. To start the assessment, students complete a writing on demand. This means that students are only given the prompt, Today I want you to think of something you like or how you feel and write a poem or song about it. This is all of the information the students are given, they have no previous lessons learning about poetry. This is to see what the students have the knowledge of going in to the unit and what we will need to work on throughout the unit. They are given blank paper and asked to start writing. Afterwards, the classroom teacher and I will sit down and look at the writing to see what areas of weakness were evident and where we need to work on in the unit. To begin, I read the poetry and songs unit and also compiled a list of books, blogs, iPad games, and useful technology resources to share with the first grade teachers. You can see that list here: http://storify.com/Parker89K/1st-grade-poetry-and-songs-unit Standards for the 21st Century Learner: 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.1.3 Use writing and speaking skills to communicate new understandings effectively. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.2.3 Demonstrate teamwork by working productively with others. 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.
4.1.5 Connect ideas to own interests and previous knowledge and experience.

Common Core Standards: ELACC1RL1: Ask and answer questions about key details in a text. ELACC1RL4: Identify words and phrases in stories or poems that suggest feelings or appeal to the senses ELACC1W2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELACC1W5: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. ELACC1SL1: Participate in collaborative conversations with diverse partners about grade topics and texts with peers and adults in small and larger groups. ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. ELACC1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. Essential Questions: How can I use familiar songs and poems to write my own poems and songs? What really matters to me and how can I write about it? How can I write a poem or song? How can I think about my feelings to write a poem or song? How can I work with a partner to help me write?

How can I revise with a partner to make my poem ready for the world?

Learning Objectives: Write songs and poems using familiar songs and poems Discuss what a poem is and how we write one Complete a shared writing about how we feel Work to write our own poem about how you feel and adding feeling Revise poems with a partner

Lesson: DAY 1: CLASSROOM TEACHER Tell students they will be starting a new unit for poetry and songs coming up this month. Give them the prompt, Today I want you to think of something you like or how you feel and write a poem or song about it. Give students a piece of paper to start writing. This will serve as their pre-assessment, writing on demand for the unit. Afterwards, with the classroom teacher, I will look through the writing to see what students need to work on as we move through the unit. DAY 2, 3, 4, 5, and 6 CLASSROOM TEACHER/MEDIA SPECIALIST Exploring poetry and songs through working in centers. Centers will rotate so each child has the opportunity to be at every center. Each day, we will walk around encouraging children and helping them to be creative as writers. 1. Listen to popular songs on ipod with headphones. Have blank paper and pens near them so they can draw a picture or write words about what they are thinking 2. Use rhythm sticks to tap to the beat of popular songs. Write a response to what you hear. 3. Read and listen to nursery rhymes on iPad game. Encourage them to make up new words for the poem. 4. Looking out the window through the eyes of a poet and using senses to describe what you see. Have blank paper and pens near them so they can draw a picture or write words about what they are thinking 5. Collect small copies of your favorite poems we have been reading all year and glue them in a poetry notebook. Illustrate. DAY 7 CLASSROOM TEACHER Classroom teacher will show students the writing process chart and look at how they can use the chart to help them in the poetry and songs unit. They will look at how to think of something to write about.

Give students time to write independently and with a partner. DAY 8 CLASSROOM TEACHER Read many nursery rhymes and familiar poems. Talk to students about how we can write poems like this and we can change the words to make it ours. Give students time to write independently and with a partner. DAY 9 AND 10 MEDIA SPECIALIST Start off by asking the students about their poetry unit. So far they have been in poetry and song centers and also talked about the writing process chart and what to think about when they are about to start a poem or a song, with the collaborating teacher. We will talk about this and use their writing process chart to discuss some topics they could write about. Next, show students the book, My Many Colored Days, by Dr. Seuss. Ask students what they think we might read about in the book. Read the book to the class. Stop and discuss parts of the book and the meaning and how it relates to poetry and songs and our writing unit. Prepare a SMART notebook lesson with the corresponding colored pages from the book we read. Flip to a color and ask students to stand up if they feel like this. Discuss together. Why? Get students describing why they feel like a certain color or a certain way. Write things that they describe on the colored pages and ask some students to come up and draw pictures about how they feel. Talk about how this book is a poem and how we could write things like this, about how we feel. Afterwards, write out on chart paper My Many Colored Days as a title. Then write, Today I feel or Today I am This will start off our class poem that we are going to write together. Let students give input to how we all, as a class, feel today. (look at our SMART document to help us out) What should we say? Today I feel yellow? What color are we? Then, continue on other lines to think of words about how we feel by using describing words. Add drawings to show feelings. After we finish writing the poem, read it together and see how it sounds like a poem. How did we do? Then, give students white paper to start their own poem about how they feel. Walk around to give prompts and help those that need reminders. Add drawings to show feelings. Give students time to write independently and use partners to help them. DAY 11 CLASSROOM TEACHER Tell students to think about their feelings as they write. Think about if they can make it to a beat or song that they know. Write and meet with groups when students are having trouble generating ideas.

Give students time to write independently and with a partner. DAY 12 MEDIA SPECIALIST Show students a video http://www.13wmaz.com/media/cinematic/video/5459631/tens-ofthousands-without-power-in-middle-georgia/ of how a reporter talks and uses a loud voice. Tell students we will be reporting on how we were feeling the day we wrote the My Many Colored Days poem. Tell them I will call them over as they are working today. Remind students to think about their feelings and popular songs that they know when they write. Give students time to write independently and with a partner. Start to call students over for interview of My Many Colored Days poems that they worked on, while others are writing. Interview students about their poems. Interview a student by saying Good afternoon, we are here with (childs name), reporting about how they feel today. (childs name), can you share with us how you are feeling and read a line or so from your feelings poem? Then, student will report about their poem. I will add in an introduction to our videos and compile all videos. DAY 13 MEDIA SPECAILIST Watch the videos together and comment on our other peers feelings that day and how much fun it can be to write poetry. Talk to students about their start to the poetry unit and working to continue to be writers. Read Book of Animal Poetry to introduce other types of poems and how we dont just have to write about our feelings. Give students time to write independently and with a partner. DAY 14 CLASSROOM TEACHER Teach other strategies for song and poetry: closing eyes and imagining soothing sounds that could turn into songs. (rain against a window, wind blowing). Teach about our song and poetry voices we can use. Give students time to write independently and with a partner. DAY 15 MEDIA SPECIALIST

As a poetry and song writer, continue to talk about how we can include strong feeling in our writing. Show students some select parts of the music video American Soldier by Toby Keith. Show students how he uses strong emotion in his music video by emphasizing words and singing in a certain way to create sadness. Also show students Im A Gummy Bear music video that shows happiness and craziness. Show how in the way we speak and write we can show others our different feelings. Model this on a piece of my own poetry. Give students time to write independently and with a partner. DAY 16 CLASSROOM TEACHER Teach students that poems are meant to be heard. Today they are going to spend time working with a partner to revise the poems they have been working on every day. Give students time to write independently and with a partner. DAY 17 CLASSROOM TEACHER Getting students ready for publishing and making their writing fancy and ready for other to read. Give students time to write independently and with a partner. DAY 18 MEDIA SPECIALIST Celebrating our songs and poems. Give students the chance to make their writing ready for all to see. Give them the choice of recording themselves reading their poem or illustrating their poem on large paper for all to see. Give work time for students. Let students share with their classmates. DAY 19 CLASSROOM TEACHER Students now have all of the knowledge they need to write a first grade ready poem or song. Give students the prompt, We have been writing poems this month. I am going to give you a piece of paper to start a brand new poem. This poem you will not receive any help from a partner or the teacher. This is to see all that you have learned. Give students time to write independently. Afterwards, meet with the classroom teacher to see how the students writing on demands look compared to their beginning writing on demands. See what they have learned and how they have grown as writers. ASSESSMENT RUBRIC:

To assess the rubric the first grade teacher and I will be looking at the county tool for assessing writing which is the Teachers College Reading and Writing Project, Lucy Calkins Writers Workshop writing rubric. I am not allowed to post the rubric but it is a vertically aligned rubric which shows prekindergarten through 1st grade.